AP CHEMISTRY
SYLLABUS
PHS 2017-2018
AP Chemistry Course Description:
The AP Chemistry course is designed to be the equivalent of a first-year college general chemistry course. The
general concepts, equations and principles learned in first year high school chemistry are explored in greater
detail and are applied to more advanced topics including solutions, thermodynamics, chemical equilibrium,
and kinetics. The class includes student designed, guided inquiry format laboratory activities, hands-on
teacher-directed laboratory activities, advanced manipulation of equations, and independent research and
study of material. The laboratory activities will be performed at least one and a half periods per week (out of a
total of 240 instructional minutes) which will allow for a minimum of 25 percent of the instructional time to be
dedicated to hands-on lab activities.
Textbooks and Lab Books
Brown, LeMay, Bursten, Murphy, Woodward, and Stoltzfus. ​Chemistry the Central
​
Science 13th Edition.
Boston: Pearson Education, 2015.
Vonderbrink, Sally A. ​Laboratory Experiments for Advanced Placement
​
Chemistry, 2ed. Flinn Scientific,
2006. (VB)
The College Board​. AP Chemistry Guided Inquiry Experiments: Applying the
​ Science Practices, 1ed. 2013.
(CB)
Randall, Jack.​ Advanced Chemistry
​
with Vernier. Oregon: Vernier Software and Technology, 2013. (ACV)
Required Materials
Laboratory notebook, 100 pages, chemical splash goggles, scientific calculator
​Course Structure:
This course is structured around the six big ideas and seven science practices as designated by the College
Board. The big ideas are:
Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be
understood in terms of arrangements of atoms. These atoms retain their identity in chemical reactions.
Big Idea 2: Chemical and physical properties of materials can be explained by the structure and the
arrangement of atoms, ions, or molecules and the forces between them.
Big Idea 3: Changes in matter involve the rearrangement and/or recognition of atoms and/or transfer of
electrons.
Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions.
Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the
direction of changes in matter.
Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are
in dynamic competition, sensitive to initial conditions and external perturbations.
In addition, the course will incorporate the science practices for AP Chemistry. This will allow students to
think and act like scientists. The science practices are:
Science Practice 1: The student can use representations and models to communicate scientific phenomena and
solve scientific problems.
Science Practice 2: The student can use mathematics appropriately.
Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide
investigations within the context of the AP course.
Science Practice 4: The student can plan and implement data collection strategies in relation to a particular
scientific question.
Science Practice 5: The student can perform data analysis and evaluation of evidence.
Science Practice 6: The student can work with scientific explanations and theories.
Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts, and
representations in and across domains.
Course Content:
First Semester
Unit
Chapters/Topics/Timeline
1
Chapters 1-3, Review of First Year (3 weeks)
● Big Ideas 1 and 2
● L.O. 1.1, 1.2, 1.3, 1.4, 1.5, 1.13, 1.14, 1.17, 1.18,
2.1, 2.17, 3.1, 3.2
● Uncertainty in measurements, significant
figures, common lab measurements, basic
atomic structure, average atomic mass and
mass spectrometry, nomenclature
● The mole and Avogadro’s number, molar
mass, empirical vs. molecular formulas,
chemical reactions and balanced chemical
equations, stoichiometric calculations, law of
conservation of mass
● Activity: Modeling Limiting and Excess
Reagents with Colored Paper Clips - Students
will use bags of colored paper clips to “make”
compounds in specific ratios in order to
identify limiting reagents, excess reagents and
relate this to masses, L.O. 1.4, S.P. 1
● Summer Problem Set and Chapter 3 Problem
Set
● Quizzes on Nomenclature
● Test C1-3
Laboratory
●
●
●
●
●
Density of Common Substances –
students will develop a procedure to
determine density graphically and
compare it to a standard density
determination (inquiry lab), S.P. 4
and 5
Exp. #5 Finding Ratio of Moles of
Reactants in a Chemical Reaction
(VB) L.O. 3.3, S.P. 5
Exp. #2 Analysis of Silver in an
Alloy (VB) L.O. 3.5, 3.6, S.P. 2
Exp. #3 Gravimetric Analysis of a
Metal Carbonate (VB) L.O. 3.3, S.P.
2
Exp #1 Determination of a Chemical
Formula (ACV) L.O. 3.3, S.P. 2, S.P.
5.1
2
3
Chapter 4 Reactions in Aqueous Solution (3.5 weeks)
● Big Ideas 1, 2, and 3
● L.O. 1.19, 2.1, 2.2, 3.1, 3.2, 3.4, 3.7, 3.8, 3.10
● Solution composition, strong vs. weak
electrolytes, expressing solution
concentration in molarity
● Types of reactions - precipitation, acid-base,
oxidation-reduction, balancing redox
equations, reaction predictions and writing
net ionic equations
● Activity: Writing Molecular, Complete and
Net Ionic Equations from Demonstrations of
Chemical Reactions – Student observe demos
and videos of chemical reactions to write
equations, L.O. 3.2, S.P. 1
● Activity: Online Simulation: Using Solubility
Rules to Predict Precipitation
(http://www.wisc-online.com/Objects/ViewO
bject.aspx?ID=GCH2904) - Students will
apply solubility and nomenclature rules to
complete animations and write equations for
precipitation reactions L.O. 3.1, S.P. 1
● Problem Sets I-IV
● Quizzes on Problem Sets
● Test C4
●
Inv #3 What Makes Water Hard? –
In the written report conclusions,
students are asked to write a letter
on behalf of their company to a
client in order to identify the best
location to purchase a house based
on water hardness (CB, inquiry lab)
L.O. 1.19, 3.3, S.P. 2, 4, 5 and 6
●
Inv #4 How Much Acid is in Fruit
Juice and Soft Drinks? (CB, inquiry
lab) L.O. 1.20, S.P. 4, 5 and 6
Chapters 14, 15 Kinetics and Equilibrium (5 weeks)
● Big Ideas 4 and 6
● L.O. 3.4, 4.2, 4.3, 4.4, 4.5 4.6, 4.7, 4.8, 4.9,
5.16, 5.17, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8,
6.9, 6.10, 6.21, 6.22
● Reaction rates, rate laws, method of initial
rates, half-life, reaction mechanisms and rate
determining step, collision model, energy
profile of an elementary reaction, temperature
dependence of reaction rate, activation
energy, intermediates vs. catalysts
● Characteristics of chemical equilibrium,
expressions of equilibrium constant (​Kc & ​Kp),
reaction quotient, (​Q), ICE tables to solve
equilibrium problems, Le Châtelier’s
principle, solubility equilibria (​Ksp)
●
Exp. #12 Kinetics of a Reaction (VB)
L.O. 4.1, 4.2, 4.6, S.P. 1 and 2
Exp. #10 The Determination of an
Equilibrium Constant(ACV) S.P. 2
Exp #23 Determining the Ksp of
Calcium Hydroxide (ACV), S.P. 2
Exp #25 The Rate and Order of a
Chemical Reaction(ACV), S.P. 2
●
●
●
●
●
●
●
●
●
4
Activity: Identifying Factors that Affect
Reaction Rates - Students will observe the
“Elephant Toothpaste” demo at different
concentrations to write the reaction,
identify/explain factors that affected the rate,
i.e. concentration and catalyst, and draw the
energy profile of catalyzed vs. uncatalyzed
reactions. L.O. 4.5, 4.8, S.P. 1 and 6
Activity: Analyzing Data to Determine Rates
of Reaction - Students will be divided into
groups with a set of time vs. concentration
data to determine rate order for the reaction
and rate constants with appropriate units and
then report back orally to the class their
findings, L.O. 4.2, S.P. 2 and 5
Activity: Using LeChatelier’s Principle –
Students will observe the equilibrium of CoCl​2
system and use LeChateliers to predict and
explain shift in equilibrium (Flinn Scientific
Chem Fax, Pink and Blue: A Colorful
Balancing Act), L.O. 6.8, S.P. 1 and
Problem Sets on both chapters
Chapter 12 partner quiz based on AP Exam
problems
Test C14-15
Chapters 16, 17 Acids and Bases their Equilibria (5.5
weeks)
● Big Idea 2, 3 and 6
● L.O. 2.2, 3.7, 6.11, 6.12, 6.13, 6.14, 6.15, 6.16,
6.17, 6.18, 6.19, 6.20, 6.21, 6.22, 6.23
● Nature and definitions of acids and bases, pH
scale and strong/weak acid/base calculations,
percent dissociation, ​Ka and K
​ b, acid-base
properties of salts and oxides
● Buffered solutions calculations, titrations and
pH curves, acid-base indicators, ionic
compound (​Ksp) solubility
● Activity: Evaluating Buffers – In small
groups, students consider pairs of substance
to determine if they are a buffer system,
identify the components of the buffer, and
●
●
Exp. #14 Determination of K
​ a for
Weak Acids (VB), S.P. 1 and 2
Exp #19 Buffers (ACV) L.O. 1.20,
6.13, S.P. 2 and 6
●
●
both qualitatively and quantitatively describe
the effects on the pH of the system with the
addition of an acid or base, L.O. 6.20, S. P. 6
Problem Sets on both chapters
Chapter 16-17 Test
Semester One Exam: Chapters 1-4, 14-17
Second Semester
Uni
t
Chapters/Topics
5
Chapter 5 & 10 Gases and Thermochemistry (3.5
weeks)
● Big Ideas 2, 3, and 5
● L.O. 2.4, 2.5, 2.6, 2.12, 3.4, 3.11, 5.2, 5.3, 5.4,
5.5, 5.6, 5.8
● Use of general gas laws to solve gas
stoichiometry problems, Kinetic Molecular
Theory to describe gases, Ideal Gas Law vs. van
der Waals equation, Maxwell-Boltzmann
distributions
● Nature of energy, enthalpy and calorimetry,
Hess’s Law calculations, standard enthalpies of
formation calculations
● Demos: Crushing a Can with Atmospheric
Pressure, Marshmallow Man and balloons in
the Vacuum Chamber, Blowing Up Balloon by
heating
● Activity: Molar Mass of an Unknown Gas Students will watch a demo of gas collection
over water and use AP equation sheets to
determine the molar mass of butane gas from
variable collected, L.O. 2.6, S.P. 2
● Activity: Explaining the “Whoosh Bottle” and
“Pop the Top” – Students observe demos to
write the combustion equations associated with
each, including using the internet to find and
include the molar heat of combustion and
make predictions about the signs and
Laboratory
●
●
●
●
Exp. #5 The Molar Volume of a Gas
(ACV), S.P. 2 and 5
Inv #10 How Long Will That
Marble Statue Last? (CB, inquiry
lab) - In the written report,
students are asked in their
conclusions to write a paragraph to
explain the results of the lab and a
paragraph describing the
phenomena of acid rain and how
this lab models the process, L.O.
4.1, S.P. 4 and 5
Inv #12 The Hand Warmer Design
Challenge (CB, inquiry lab) – In the
written report, students are asked
to research current commercial
hand warmers and link it to the
results obtained in their
investigation, L.O. 5.7, 6.24, S.P. 4,
5 and 7
Exp #34 Vapor Pressure and Heat
of Vaporization (ACV) S.P. 2 and 5
●
●
●
6
7
magnitude of ΔH, ΔS, ΔG, L.O. 5.8, 5.13, S.P. 2
and 7
Problem Sets on both chapters
Chapter 5 partner quiz based on AP Exam
problems
Test C5 & 10
Chapters 19 & 20 Thermodynamics &
Electrochemistry
(3.5 weeks)
● Big Ideas 3, 5 and 6
● L.O. 3.8, 3.12, 5.12, 5.13, 5.14, 5.15, 5.18, 6.25
● Spontaneity, entropy and 2​nd​ law of
thermodynamics, calculations involving Gibb’s
free energy, free energy and equilibrium,
external sources of energy to drive reactions
● Galvanic cell descriptions, cell potential
determination, cell potential and free energy,
effects of concentration on cell potential
● Problem Sets on both chapters
● Chapter 17 partner quiz based on AP Exam
problems
● Test C19 & 20
●
Chapter 6 & 7 Atomic Structure and Periodicity (2
weeks)
● Big Idea 1
● L.O. 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13,
1.15
● Electromagnetic spectrum, atomic spectrum of
hydrogen, the quantum mechanical model of
atom, orbital shapes and energies, electronic
structure of the atoms using PES data,
ionization energy data and Coloumb’s law
● Periodic trends of atomic radius, ionic radius,
ionization energies, electron affinities,
electronegativity as based on electronic
structure and laboratory evidence
● Activity: Comparing Periodic Trends (Jigsaw
Activity): Students will be organized into
groups and assigned to research a periodic
●
●
●
●
●
Exp. #21 Analysis of Commercial
Bleach: Oxidation-Reduction
Titration (VB) L.O. 1.20, 3.3, 3.9,
S.P. 2 and 7
Exp. #20 Electrochemical Voltaic
Cells (ACV) L.O. 3.13
Exp #16 Conductimetric Titration
and Gravimetric Determination of a
Precipitate (ACV) L.O. 1.20, 3.3,
3.9, S.P. 2 and 7
Exp #8 An Oxidation-Reduction
Titration: The Reaction of Fe​+2​ and
Ce​4+​ (ACV) L.O. 1.20, 3.3, 3.9, S.P. 2
and 7
Exp #31 Determining Avogadro's
Number (ACV) L.O. 1.20, 3.3, 3.9,
S.P. 2 and 7
Inv #1 What Is the Relationship
between the Concentration of a
Solution and the Amount of
Transmitted Light through the
Solution? (CB, inquiry lab) L.O.
1.15, 1.16, S.P. 2, 3, 4 and 5
●
●
8
9
trend. They will become experts and create a
short presentation to take back to teach to a
new group.
(​http://edtech2.boisestate.edu/kilnerr/502/jig
saw.html​) L.O. 1.9, 1.10, S.P. 6
Problem Sets on chapter
Test C6 & 7
Chapters 8 & 9 Bonding and Molecular Structure (3
weeks)
● Big Ideas 2 and 5
● L.O. 2.18, 2.19, 2.20, 2.21, 5.1, 5.9, 5.10, 5.11
● Bond character and polarity, dipole moment,
bond energies/lattice energy
● Localized electron bonding model, Lewis
structures using the octet rule, VSEPR model
and molecular geometry, hybridization of
molecular orbitals in s​ p, ​sp2 and ​sp3, sigma and
pi bonding, molecular polarity, basic molecular
orbital theory expansions
● Activity: Balloon Models of hybridization of
molecular orbitals
● Problem Sets on both chapters
● Test C8-9
Chapters 11 & 13 Liquids, Solids and Solutions (3.5
weeks)
● Big Idea 2
● L.O. 2.3, 2.7, 2.8, 2.9, 2.11, 2.13, 2.14. 2.15, 2.16,
2.23, 2.24, 2.25, 2.26, 2.27, 2.28, 2.29, 2.30,
2.31, 2.32
● Intermolecular forces to explain states of
matter and predict trends, types and properties
of solids and alloys, vapor pressure and state
changes, heating curves
● Solution composition and concentration,
enthalpy of solution formation, vapor pressure
of solutions and Raoult’s law for ideal solutions
and deviations from ideal
● Activity: Comparing the Properties of Water,
Ammonia, Butane, Ethanol, and Acetone
(Jigsaw Activity) - Students will be organized
●
●
Inv #5 Sticky Question: How Do
You Separate Molecules That Are
Attracted to One Another? (CB,
inquiry lab)
L.O. 2.10, S.P. 3, 4, 5 and 6
Inv #6 What’s In That Bottle? (CB,
inquiry lab) L.O. 2.22, 2.24, S.P. 2,
3, 4, 5, 6, and 7
·
Exp. #3 The Molar Mass of Volatile
Liquids (ACV), S.P. 2
●
●
10
into groups and shown samples of each
substance to research for molecular structure,
IMF’s and properties. They will become
experts and be assigned to new groups to
present to each other their findings. L.O. 2.11,
2.13, 2.16, S.P. 7
Problem Sets on both chapters
Test C11 & 13
Post AP Exam Celebrations
No Semester Exam
●
●
Chemistry of Ice Cream
Chemistry of Tie Dye
Laboratory Period:​ In order for AP Chemistry to be comparable to a first-year college general chemistry
course, laboratory work must be an integral part of the course. A certain level of proficiency in laboratory
procedures and analysis of data and results is also necessary for successful completion of the AP Chemistry
exam. Laboratory work will comprise at least 25% of the course content. Students will keep a separate lab
notebook (carbonless, double-copy type) that will serve as a record of lab work. Many universities will want to
see this notebook as evidence before assigning college credit, so students are expected to diligently follow lab
report guidelines. If absent for a lab, students must make-up the data collection in order to receive full credit
for their report. Students are allowed to miss one lab data collection period per year and obtain data from their
partners with no penalty for the lab report. After one missed lab, if a student does not make up the data
collection of the lab, but obtains the data from a partner, the lab report will then receive an automatic 15%
reduction in grade. Each lab period will begin with a five point quiz based on the background, materials, safety
and procedure as described in the lab manual or handout. Lab quizzes cannot be made up for any absence
reason including illness or other excused absence; the lowest two scores of each semester will be dropped.
AP Chemistry Laboratory Notebook
A laboratory notebook should be used to explain laboratory procedures, record all laboratory data, show how
calculations are made, discuss results of an experiment, and to explain the theories involved. A record of
laboratory work is an important document which will show the quality of the laboratory work you have done.
When you explain your work, list your data, calculate values and answer questions, be sure that the meaning
will be obvious to anyone who reads your notebook.
Before arriving in the lab, the title, purpose, procedure and pre-lab questions must be
completed.​ A data table should also be constructed, where data can be entered as it is collected. Before
leaving the lab, all data and observations should be neatly recorded. Basic calculations should be completed.
After lab, complete calculations should be performed and the conclusion, error analysis, and discussion of
theory written.
General Formatting:
1. Use a carbon-less laboratory notebook with pages fastened in place.
2. Write your name and class on the front cover and inside the front cover.
3. In ink, number all the right-handed pages on the lower right corner if they are not already numbered.
4. Save the first two pages for a Table of Contents. This should be kept current as you proceed. Each time you
write up a lab, place the title and page number where the lab report begins in the Table of Contents.
5. Write in ink. Use only the right hand pages. You may use the left-hand pages for preliminary notes or for a
quick graph (to be done in pencil). The left-hand pages will not be graded.
6. If you make a mistake DO NOT ERASE. Just draw ONE LINE through your error, and continue with the new
data. It is expected that some errors will occur. You cannot produce a perfect, error-free notebook.
7. Do not use the first person or include personal comments. 8. Label all sections with the headings below.
Notebook Laboratory Reports- Always include the following in each report:
Title ​The title should be descriptive. Experiment 5 is not a descriptive title.
Date​ This is the date (or dates) you performed the experiment.
Purpose​ A brief statement of what you are attempting to do. These are similar to the objectives or the Central
Challenge in the AP Chemistry Lab Manual.
Procedure​ A brief description of the method you are using. You may refer to the lab manual for specific
instructions. Do not include lengthy, detailed directions. A person who understands chemistry should be able
to read this section and know what you are doing. Include all chemicals used and the major equipment.
Pre-lab​ Questions If there are any pre-lab questions include them here. Either rewrite the questions or answer
in complete statements.
Results​ – Results are recorded in three parts:
Observations – General descriptions of visible appearances or changes that occur during the
experiment, such as “table salt is a white, cube-shaped crystal which dissolves in water.” (Qualitative) D
​ ata –
Neatly arranged measured values listed in tabular form. The units of measurement MUST be included with the
numerical values. The accuracy of the measurement should also be included as a range (+/-). Always record all
certain digits and one uncertain digit. Calculated answers that are derived by performing a simple
mathematical operation can also be included in the data table. If graphs are included, make the graphs an
appropriate size. Label all axes and give each graph a title. USE A RULER to make all data tables and graphs!
(Quantitative)
Calculations – Show all calculations with formula and appropriate units on all numbers. Neatly
demonstrate the math set-ups, including units. Label what is being calculated. – make it organized. Show
precision and percent yield calculations where appropriate. If you can calculate percent error, do so and include
it in this section. If experiments are qualitative, this section may be omitted.
Conclusions​ Make a simple statement that summarizes your findings. Refer back to the purpose of the lab to
write this section. (i.e. How was the purpose of the experiment fulfilled?) Restate the final, averaged values
obtained and the percent error or yield. For example, “The melting point of aluminum was determined to be
658°C, with a -0.3% error.”
Experimental Sources of Error​ What are some specific sources of error, and how do they influence the
data? Does the error make the values obtained larger or smaller than they should be? Which measurement was
the least precise? If your calculated percent errors are significant, you must propose valid explanations here.
Instrumental error and human error exist in all experiments, and should not be mentioned as a source of error
unless they caused a significant fault. Significant digits and mistakes in calculations are NOT a valid source of
error. In writing this section it is sometimes helpful to ask yourself what you would do differently if you were to
repeat the experiment and wanted to obtain better precision and accuracy.
Discussion of Theory​ This section includes such information as: What theory was demonstrated in the
experiment? Include all concepts used in the experiment. What do the calculations show? Why does (or
doesn’t) the experiment work? This section shows that you understand the concepts used in the lab. Be detailed
and ask if you need help! Post-lab Questions Answer any questions included in the lab. Answer in such a way
that the meaning of the question is obvious in your answer.
Formal Lab Reports
Several Lab reports each quarter will be a formal report. Formal Lab reports will follow a different format but
will still include many of the sections already included in the Lab Notebook.
Formal Lab Reports will be divided into three sections: Introduction/ Abstract, Materials and Procedures and
Results and Conclusion.